Section 1: Know the student and how they learn (Student’s profile):

Strengths-Based Approach and Student Overview

Hana is a Year 10 student, 15 years of age now, and is known to have ADHD and mild ASD. Most of her abilities and preferences are in creative beasts, like Art as well as English. In terms of academic achievements she shows great ability in drawing and painting, her hobbies include reading graphic novels and manga which points at visual assessment learning preferences(Salari et al., 2023). Hana’s family members assist her in entering an appropriate school, and dealing with all the organizational issues associated with it, which includes her older sister. Hana understands the principles and practices of art in a creative manner, and meets high standards for detail in her artistic pieces. All these abilities can be used in different subjects to keep her interested and enable her achieve her desired academic goals(Graham, 2024).

Preferences, Capabilities, and Interests

The given personal interest is quite evident through her good result in art subjects. She also likes Pilates, it also helps her to reduce tension although its name may sound like some sort of torture it is really helpful in dealing with stress which shows that she has some interest in things that promote well-being.  Her creativity should be taken into account and infused into planning lessons, especially in those topics that are less appealing to her such as Science or Mathematics (Watters et al., 2017).

Dispositions and Emerging Skills

Hana seems to be shy and passive most of the time but gets easily distracted during teachers’ monotonous lectures. She is very much a child who is very sensitive to her environment with noise and texture often proving very mechanical to her which is why she requires a structured environment for her education. On the aspect of the new skills that are in the process of being built, Hana needs to improve on organizational skills and time management special. Hana relies on her psychologist and occupational therapist to assist her in learning how to cope with the symptoms of ADHD as well as the sensitivity to the sensory system. 

Support Needs and Challenges

Hana’s support needs are connected to her ADHD and ASD; therefore, teachers have to make accommodations in the classroom. From this, She enjoys organized directions as well as sequences that make her avail concentration in both instructions and systematic order. ADHD affects the capacity to organize and perform tasks; therefore, having a visual map of integrated time tables, checklists and segmentation of the tasks would go along way in helping to overcome these constrains.

Hana experience difficulties in the understanding of the social signals when it comes to SSB and forms some troubles with peers. This means that she requires constant social skills lessons, such as role plays and well-defined peer interaction sessions to ensure she gains enough confident in social relations. Another approach that can be implemented for recommending Hana and promoting her comfort levels would be creating a quiet working environment for her, or permitting her to use noise-canceling headphones (Watters et al., 2017).

Assessment Data and Implications for Lesson Planning

The records taken from the checklist can be useful when reflecting on lesson planning and learning about Hana. Speaking to her family, teachers and therapists it became clear that she prefers occupations which involve drawing, using colors and other graphical means while she has difficulties with concentration and tasks which need a lot of time to complete and organizing skills. Hana’s learning plan also need to consist of strategies on how further develop her organizational skills(Salari et al., 2023). Daily and weekly interaction between doctors, school teachers, parents and other helpers will enable one check on the status of Hana and also change the strategies used in helping her learn based on her day to day progress.

Section 2: Universal Design for Learning :

Learning Environment and Physical Space

It becomes necessary for both Hana and the rest of her group that an effective learning environment has to be cultivated. The classroom requirements will have to address individuals’ requirements such as Hana who has been diagnosed with ADHD and ASD. Having a quiet workplace with separate zones and little distractions is necessary for work. Instruments like noise cancelling headphones and visual timetable will enhance Hana’s focus and decrease stress for her (Watters et al., 2017). The learning environment should be rather open to foster creativity at the same time it should be rather formal. It also makes use of graphics which include diagrams, lists of tasks, and other tools which makes sure that all the learning styles are covered according to the learning (Adamis et al., 2016).

UDL Principles and Strategies

1. Provide Multiple Means of Engagement

For instance to captivate Hana and the class, lesson content should present choices, which would be appealing to each of them. For example, a reward should be given where Hana found a specific interest such as graphic storytelling, which would help in the use of project based tasks that would ensure a sustained attention and motivation. (Watters et al., 2017).
Presenting each task in multiple choices is also effective for making choices regarding learning, thus, engaging Hana. For instance, she can decide to draw characters that fascinate her or write a sketch of a story which is also engaging to her. If Hana has issues with attention, making some sensory interrupts, or using systems of rewarding, can control her state (Salari et al., 2023).

2. Provide Multiple Means of Representation

Providing the material in different formats is appropriate for the student, according to Hana’s learning preference. For instance, before or after delivering the lesson, Hana will benefit from the use of data in form of diagrams, videos, or storyboards. Visual learning is one of her strength thus when ever there is a need to explain something this has to be done in a way that will favor visual learning (Adler et al., 2006).

This is especially important with topics such as mathematics where additional ways of presenting the information, might help to make an understanding of the subject easier for Hana to achieve. By incorporating these multi-sensory learning aids like videos or tangible objects, Hana remains fully attentive and the content reaches out to all of the students in different formats. This practice is done in accordance to the UDL principle of offering multiple means of representation as a way of catering for learners with special needs (Graham et al,2024; Watters et al., 2017).

3. Provide Multiple Means of Action and Expression

One thing that is very important is to let Hana show her learning in some other formats. Hana can decide to make a comic strip, develop characters or write a story, in a medium that works with her creativity (Salari et al., 2023).
This has flexibility ensures that other fellow students including Hana would be able to show their understanding using different modes. These are strategies such that depending on it, a student or Hana can divide large tasks into smaller tasks. Some of the ways that enables Hana to manage her time includes the use of tools such as task checklists alongside timers. It helps her organizational issue and encourage the self-managed (Adamis et al., 2016).

Conclusion: Aligning UDL Strategies with Inclusive Learning

The UDL strategies used in the classroom not only caters for Hana’s needs but also helps all the children to have an equal learning opportunity. Adding more ways of participation, more options for representation and more forms of expression is an attempt to make the classroom more open and adapted to different learners’ needs. Finally, these methods create environment in the classroom where all students including Hana can learn and be successful (Watters et al., 2017).

Section 3: Inclusive lesson plans :

Learning Intention

In these two lessons, the narrative writing type, and visual storytelling techniques peculiar to the selected kind of game including the creation of key characters’ profiles, and others will be introduced. These lessons are consistent with English learning-teaching material as this learning area embraces both written and visual literacies(Watters et al., 2017).
Learning Outcome
●    Specific: Combines written and visual storytelling to express a narrative.
●    Measurable: The graphic novel will serve as the final evidence of achievement.
●    Achievable: Builds on Hana’s artistic skills, allowing incremental progress.
●    Relevant: Aligns with her interests in art and graphic novels, maintaining motivation.
●    Time-bound: To be completed over two lessons with clear deadlines.
●    Evaluated: Formative and summative assessments.
●    Revised: Adjustments made based on progress and engagement (Adamis et al., 2016).

Rationale

The selected learning outcome builds on Hana’s competency in art and storytelling and at the same time covers her areas of difficulties in paying attention, time organization, and social communication. Positive results showed that teachers who develop lessons with meaningful and creative instructional goals have high achievement with the ADHD students because the student seems to be more focused when doing meaningful and creative tasks (Fioravante, Lozano-Lozano, & Martella, 2022).

These strategies correspond to the UDL concept, an approach that focuses on choice and variation in the ways tasks are delivered so as meet the individual differences that learners have (Salari et al., 2023).

Monitoring and evaluation

For this purpose along with formative assessments at the end of each lesson that will help the teacher identify whether or not the lesson objectives have been met, there will be summative assessments which will measure the effectiveness of each of the UDL strategies used in the class. To assess Hana’s level of engagement I will set goals that will concern the frequency of her participation, intensity of her participation and the length of time she is concentrating on tasks.

To capture the problems during lesson delivery, frequent check-in will provide a Systematic way of tackling the issues with minimal delay (Watters et al., 2017; Adamis et al., 2016). 

In this nursing assignment case study the task will be divided into sections, major characters, plot line ideas and the development of scenes, which will then be graded according to her performance in the completeness and innovation of the particular section with feedback session later on.(Watters et al., 2017).

 

Top Nursing Samples
 

References 

Adamis, D., N., Ferrie, C., Kennedy, M., & O’Neill, J. (2016). The impact of ADHD on learning and classroom behaviour: A study of students with ADHD. Journal of Learning and Classroom Behaviour, 23(1), 21-34.
Fioravante, I., Lozano-Lozano, J. A., & Martella, D. (2022). Attention deficit hyperactivity disorder: A pilot study for symptom assessment and diagnosis in children in Chile. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.946273
Graham, L. J. (Ed.). (2024). Inclusive Education for the 21st Century: Theory, Policy, and Practice (2nd ed.). Routledge.
Salari, N. et al. (2023) 'The global prevalence of ADHD in children and adolescents: a systematic review and meta-analysis,' the Italian Journal of Pediatrics/Italian Journal of Pediatrics, 49(1). https://doi.org/10.1186/s13052-023-01456-1.
Watters, J., Jones, T., & Carr, A. (2017). Incorporating visual and creative methods in inclusive education: A study of engagement for students with ADHD and ASD. Journal of Educational Psychology, 43(2), 78-91.